Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

2021 ◽  
Vol 10 (2) ◽  
pp. 187-199
Author(s):  
A. Ramdani ◽  
A. W. Jufri ◽  
G. Gunawan ◽  
M. Fahrurrozi ◽  
M. Yustiqvar
Keyword(s):  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
Female Students ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Teaching Material ◽  
Control Group ◽  
Male And Female

Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.

scholarly journals CAN ARGUMENT-DRIVEN INQUIRY MODELS HAVE IMPACT ON CRITICAL THINKING SKILLS FOR STUDENTS WITH DIFFERENT PERSONALITY TYPES?

2019 ◽  
Vol 38 (3) ◽  
pp. 511-526
Author(s):  
Undang Rosidin ◽  
Nina Kadaritna ◽  
Neni Hasnunidah
Keyword(s):  
Critical Thinking ◽  
Statistical Tests ◽  
Personality Type ◽  
Thinking Skills ◽  
Personality Types ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Male And Female ◽  
Academic Abilities

Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

2018 ◽  
Vol 2 (2) ◽  
pp. 124-132
Author(s):  
Mesia Dewi Hasanah ◽  
Heffi Alberida ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

scholarly journals The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

2019 ◽  
Vol 9 (3) ◽  
pp. 72
Author(s):  
Dr. Jehad .Abed Rabbo
Keyword(s):  
Critical Thinking ◽  
Educational Level ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teacher Competencies ◽  
Talented Students ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

scholarly journals Implementasi Model Problem Based Learning Dipadu LKPD Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Pencemaran Lingkungan

2021 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Zainatul Hasanah ◽  
Andi Ulfa Tenri Pada* ◽  
Safrida Safrida ◽  
Wiwit Artika ◽  
Mudatsir Mudatsir
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Learning Process ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

The learning process only focuses on the material by memorizing concepts, students do not use LKPD to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aims to improve students' critical thinking skills by using the PBL learning model combined with STEM-based worksheets on environmental pollution conceptin class 10th SMA Negeri Bireuen district. The approach used is experimental design, the method used is quasi-experimental, with a pretest-posttest design non-equivalent control group design. Population in class 10th IPA SMAN 1 and SMAN 2 Peusangan designed 252 people. The sampling technique used was purposive sampling technique. The research sample was 140 students. The number of samples in the experimental class was 71 people and 69 people in the control class. The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent t-test. The results showed that the critical thinking skills obtained was 0.93, with an increase in class critical thinking skills including the high category. The results of the independent sample t-test obtained Sig. (0,000) α (0.05) then Ha is accepted, so it is suggested that there are differences in the critical thinking skills of students between the experimental class and the control class on environmental pollution material in class X SMAN Bireuen. The implementation of PBL learning model combined with STEM-based LKPD can improve students' critical thinking skills on environmental pollution material in class 10th SMA Negeri Bireuen Regency.

scholarly journals Implementasi LKPD Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

2021 ◽  
Vol 9 (4) ◽  
pp. 555-564
Author(s):  
Safiratul Fithri ◽  
Andi Ulfa Tenri Pada* ◽  
Wiwit Artika ◽  
Cut Nurmaliah ◽  
Hasanuddin Hasanuddin
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Excretory System ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Purposive Sampling ◽  
Class Viii

The learning process only focuses on the material by memorizing concepts, students have not utilized worksheets to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aimed to determine the effect of implementing STEM-based student worksheets in improving students' critical thinking skills at SMP Negeri 1 Peusangan, Bireuen Regency. This study used a pretest-posttest control group design. The study population was 88 VIII grade students of SMP Negeri 1 Peusangan. The research sample consisted of 67 students. The sample is determined through the purposive sampling technique. The researcher determines the class of the research sample using purposive sampling. The taking of the experimental class and the control class is determined by looking at the standard deviation of the results of the homogeneous pretest of students (the ability of homogeneous students). Critical thinking skills are measured by multiple-choice questions with reason. It is used to determine the increase and difference in the critical thinking skills of students. Analysis of N-Gain test data, paired sample t-test, and independent sample t-test. The results showed that the implementation of STEM-based LKPD could improve students' critical thinking skills on excretory system material in class VIII of SMP Negeri 1 Peusangan. In addition, there are differences in the KBK of students between the experimental class and the control class on the excretory system concept in class VIII of SMP Negeri 1 Peusangan.

scholarly journals Pengaruh Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PKn Kelas VI di SDN Kota Sumenep

2019 ◽  
Vol 3 (2) ◽  
pp. 98
Author(s):  
Tri Sutrisno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Group

Abstrak: Penelitian ini bertujuan untuk menilai pengaruh penggunaan model problem based learning untuk keterampilan berpikir kritis dalam kewarganegaraan tentang sistem pemerintahan. Objek penelitian ini adalah kelas VI SDN Kolor II Sumenep. Termasuk 2 kelas yang digunakan dalam penelitian ini meliputi, kelas VIA SDN Pajagalan sebagai percobaan kelas I, VI A sebagai kelompok eksperimen dan kelompok kontrol VIB SDN Kolor II. Tes kelas yang dimaksudkan adalah kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data keterampilan berpikir kritis siswa. Pendekatan penelitian kuantitatif ini, syarat-syarat nilai perolehan kemampuan tes untuk skor keterampilan berpikir kritis atau nilai-nilai dijumlahkan dan dianalisis menggunakan t-test dua sampel independen. Pada validitas tes diperoleh hitungan ≥ r r - kritis (0,349), instrumen tersebut valid dan dapat digunakan. Dalam pengujian andal hitung r> r kritis (0,60), yaitu nilai Alpha 0,966 yang berarti lebih besar dari 0,60. Dengan demikian seluruh instrumen barang bisa diandalkan. Hasil pengujian hipotesis dapat dilihat dari data yang telah dianalisis dengan t 3,730> t-tabel 2,00 (α = 0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan harga tinggi 3,730 t-test memiliki tingkat signifikansi 0,000, yang ternyata posisinya masih jauh di bawah nilai α = 0,05. Oleh karena itu penelitian ini berhasil menolak H0 pada tingkat signifikansi 5%. Lebih lanjut, dapat disimpulkan bahwa H1 terbukti benar. Berarti dalam kelompok eksperimen pretest posttest kelompok eksperimen adalah 54,38 adalah 74,38. Sedangkan rata-rata kelompok kontrol pretest adalah 51,94. Grup postes adalah 66,94. Ini adalah bukti bahwa terjadi peningkatan pada kelas eksperimen yang telah diberi perlakuan dengan model problem based learning. Dengan demikian kita dapat menyimpulkan kemampuan keterampilan berpikir kritis siswa dalam kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model problem based learning berpengaruh positif terhadap kemampuan siswa untuk keterampilan berpikir kritis.Kata kunci: Model Problem Based Learning, Kemampuan Berpikir KritisAbstract: This study aims to assess the effect of the use of problem solving based learning model for critical thinking skills  in civics about the system of goverment. Object of this research is a class VI  SDN Kolor II Sumenep. Includes 2 classes used in this study include , VIA SDN Pajagalan class as a class I trial, VI A as an experimental group and a control group VIB SDN Kolor II . Class tests are intended class is used to test the instruments to be used to retrieve data critical thinking skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to critical thinking skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem solving-based learning model. Thus we can conclude critical thinking skills  abilities of students in the experimental group was higher than the control group. Problem solving-based learning model a positive effect on students' ability tocritical  thinking skills.Keywords: Problem Based Learning Model, Critical Thinking Skills

scholarly journals PENGARUH MODEL LEARNING CYCLE 5E (ENGAGE, EXPLORE, EXPLAIN, ELABORATION, & EVALUATE) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X MAN 1 MATARAM

2017 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Baiq Rizkia Ayu Latifa ◽  
Ni Nyoman Sri Putu Verawati ◽  
Ahmad Harjono
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Difficulty Level ◽  
Control Group ◽  
Homogeneity Test ◽  
Model Learning

This study aims to determine the effect of learning cycle 5E model (Engage, Explore, Explain, Elaboration, & Evaluate) on student’s critical thinking skills of class X in MAN 1 Mataram. This research type is quasi experiment with research design untreated control group with pretest and posttest design. The sample was selected by cluster random sampling technique and obtained X MIA 1 class as experiment class using learning cycle 5E model and X MIA 2 class as control class using cooperative learning type STAD model. The critical thinking ability’s data collected by essay test that are 5 questions that have been tested for validation, reliability, difficulty level, and index of discrimination. Researchers used homogeneity test, normality test, t-test polled variance, and N-Gain test as statistical test. N-Gain test are used to determine the improvement of critical thinking skills in each indicator. The experimental class get improvement result in medium category for all indicators, while the control class get improvement in medium category on three indicators and two other indicators in low category. Based on result of hypothesis test can be concluded that there is effect of learning cycle 5E model to critical thinking ability of students.

scholarly journals The effectiveness of the cooperative problem-based learning in improving the elementary school students’ critical thinking skills and interpersonal intelligence

2018 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
Khalis Amrullah ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Fifth Grade Students

This research aims to find out the effect of the cooperative problem-based learning on the improvement of the critical thinking and interpersonal intelligence of the fifth-grade students. This research was a quasi-experiment with the pretest-posttest control group design. The subjects were all fifth-grade students of SDN Liang Anggang 1, Pandahan 1, and Pandahan 2, Bati-Bati District of South Kalimantan in the second semester of the academic year 2015/2016. Data collection techniques that used were test and scale technique. The test was used to find out the critical thinking and the scale were used to find out the interpersonal intelligence.The hypothesis was tested using t-test and MANOVA with 0.05 significant levels. The result of this research shows that the use of the cooperative problem-based learning model in natural science teaching is effective in improving critical thinking and interpersonal intelligence of the fifth-grade students. Based on the result of t-test in posttest, the experimental I and II with control group show that the sig. < 0.05 and the result of the MANOVA in the experimental I and II with control group show that the significant value 0.000 ˂ 0.05.

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